It happens every day. It’s just a matter of time.

I hate math!

To the average listener it sounds like a typical complaint from young people who don’t want to to do the homework assigned. Sometimes that’s exactly what it is. However, digging deeper, it can be a cry for help. This cry can have many different meanings, triggers and punishments.

Cry: “Help me better understand what I am doing.” Trigger: The work wasn’t presented in a way the young person could understand or was hurriedly presented, and in some cases it was assigned without any instruction at all. Punishment: Lower grades, repeat a grade, remedial work.

Cry: “Why do I have to do 25 problems when I already know how to do this?” Trigger: Assuming more practice at home helps internalize the work. Punishment: More homework, lower grades, detention.

Cry: “I used to like math, now I hate it!” Trigger: Natural mathematical curiosity is virtually killed off with one dimensional textbooks, lessons, homework, worksheets, and teachers who don’t like math themselves. Punishment: More of the same.

Irrelevance, unrelated repetition, emphasis on grades, and a general lack of how the brain processes new knowledge are all contributors to the lights dimming.

When they begin their educational journey the internal lights are on, some shining more brightly than others, but natural curiosity and a desire to learn are present. Children have been hardwired to learn since the day they were born.

Those who face poverty, abuse, or neglect also have the capacity and desire to learn. They have an tough obstacle course to navigate but with help they can be successful.

It continues to amaze me how many of us turn a blind eye to what’s going on in schools every day. They systematically and aggressively dismantle natural curiosity in order to develop rule following, acceptable school behavior, unquestioning compliant children. The kind of children who sit up, sit still, listen to the teacher, stay quiet and repeat what they are told. They have to do this for crowd control not optimal for authentic learning at all.

By now, I have learned that the abdication of our children’s education is socially, morally and widely accepted without question. Those who venture in another direction are considered radical or dangerous. I consider them heroes.

Every child is unique and deserves an environment that nurtures that uniqueness.

Parents and educators reading this, please consider your contribution to ending the dimming culture. There are many already who have begun this work. Join them.